What All Classroom Teachers Need to Know About IEPs. Carol Kosnitsky

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1 What All Classroom Teachers Need to Know About IEPs Carol Kosnitsky Merrimack College April 2, 2016

2 Consultant: Carol Kosnitsky What All Classroom Teachers Need to Know About IEPs Merrimack College April 2, 2016 Carol Kosnitsky Cristia Lesher Associates LLC High Expectations for All Based on learner characteristics, what will it take for your student to have meaningful interaction with the content? High Expectations for All WHY do classroom and special education teachers need to collaborate to answer this question? (603)

3 Consultant: Carol Kosnitsky The IEP Designed to Connect the Dots Key Evaluation Results Baseline & Goal Strengths Student Current Performance PLEP A & B How Disability Affects Needs PLEP A & B Accommodatio ns High Expectations for All HOW can classroom and special education teachers work together to answer this question? How Disability Affects in GE Curriculum Student Characteristic Instructional/ Environmental Demand Impact Poor motor control Note taking during class lecture Student can t keep up with pace of lecture; loses place; produces incomplete notes Unable to decode grade-level text Read grade-level text to gather new knowledge Student will not be able fully comprehend knew information (603)

4 Consultant: Carol Kosnitsky How Disability Affects in GE Curriculum Example: Weaknesses in phonics affect Juan s ability to efficiently decode the vocabulary he encounters in grade-level text. He is still learning that letters are symbols of sounds and that there are rules that can be used to determine the word. The effort he needs to decode unfamiliar words reduces his ability to comprehend the meaning of the text. Asking Juan to independently read for the purpose of gaining new knowledge at this frustration level is a barrier to meaningful interaction with the material. Given stronger auditory comprehension skills, Juan should be provided access to books on tape and/or digital text that can provide auditory supports when being asked to read independently. How Disability Affects in GE Curriculum Example: Jon has a specific learning disability that impacts his reading comprehension and math computation. Recent evaluations confirm weakness in Jon s working memory, which means he will have difficulty manipulating multiple pieces of information at the same time. This interferes with his ability to memorize math facts, formulas, and other things commonly associated with different content classes. Weakness in working memory can manifest itself in the classroom as difficulty in following multi-step, verbal directions (e.g., It would make it more difficult for Jon to understand verbal directions given to the class on a homework assignment, and would affect his ability to accurately take notes during a quickly paced lecture). He needs to have information presented with visual representations in order to compensate for these memory issues. Examples include Accommodations Level the playing field. Increase participation. Remove or minimize the limiting effect a disability has on a student learning or demonstrating what she knows. Essential Question: Can you change the means of participation without changing the purpose of the task? (603)

5 Consultant: Carol Kosnitsky Accommodations Student Characteristic Instructional/ Environmental Demand Accommodations Poor motor control Expectation for note-taking during class lecture Provide student with tape recorder/ study guide Unable to decode grade-level text Read grade-level text to gather new knowledge Provide audio version of text Specially Designed Instruction Special education has been defined as adapting, as appropriate, to the needs of an eligible child the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child s disability, and to ensure access of the child to the general curriculum. High Expectations for All HOW can classroom and special education teachers communicate with each other? (603)

6 Consultant: Carol Kosnitsky Getting Ready 1. Read the student s entire IEP. As you review the document, highlight sections or make notes on questions and concerns you have. 2. Arrange to meet with your student s case manager/liaison. If you can t meet face-to-face, set up a Google document and begin an electronic conversation with your colleague. Getting Ready Questions to ask: 1. What are the student s strengths, interests, and preferences? 2. Is there anything else you can tell me about the student s disability and how it may manifest itself in my class? 3. Which IEP goals and objectives can I support in my classroom? 4. What accommodations for instruction and assessment does the student need? Getting Ready Questions to ask: 5. Are there specific materials or equipment that I should use? 6. How do I assess and grade the student's performance? 7. When are reports due and what are my reporting responsibilities? 8. How can we communicate regularly about the student's program and progress? (603)

7 Consultant: Carol Kosnitsky High Expectations for All HOW do I apply this information to meet the needs of this student? MATERIAL ASSESSMENT GOALS METHODS Goals The goal represents the true purpose of the standard, the unit or the lesson. Questions: Is the means relevant to the purpose/goal? Have I embedded a means that is not relevant to the purpose that will provide a barrier for this student? (603)

8 Consultant: Carol Kosnitsky Methods The methodology represents the manner in which the content is taught (stations, small groups, blended learning, peer-to-peer, etc.). Questions: Given the unique characteristics of learners, does the methodology present unnecessary barriers to participation? If so, what can be altered to ensure participation? Materials Materials are the tools and media used to present learning content and determine what learners use to demonstrate knowledge. Questions: Given students unique characteristics, do the materials present a barrier to students? If so, what can be altered to ensure participation? Assessment Assessments are used to determine learners knowledge, skills, and motivation and should include a variety of methods and materials. Question: Given students unique characteristics, does the assessment present barriers that may prevent the students from demonstrating what they know and can do? If so, what can be altered to ensure participation? (603)

9 Consultant: Carol Kosnitsky UDL TOOLKIT High Expectations for All WHAT information do I contribute in the development of the IEP? Share this information with your student s case manager/liaison: 1. What strengths and personal attributes have you observed about this student? 2. What key performance indicators are associated with this grade, course, or subject matter? 3. How has this student demonstrated performance on these indicators, and how does this compare with peers in class? 4. To address your concerns about this student, what have you already tried? 5. What are the most important things next year s teacher(s) need to know to support this student? (603)

10 Consultant: Carol Kosnitsky Connecting the Dots Student Characteristic Present Level of Performance Instructional/ Environmental Demand How Disability Affects Accommodatio ns for Classroom Goal for SDI Strength: auditory comp. Need: Basic reading skills. Can decode single syllable words; reads 50 words correct on 3 rd grade passage Read 5 th -grade - level text. Answer questions for homework based on reading gradelevel text Difficulty recognizing letter patterns; therefore difficulty in comprehending written text Digital textbook when reading grade level text (for any purpose other than spec. reading instruction) Improve decoding skills and sight vocabulary to beginning 4 th - grade level. Strength: Background Knowledge Need: Limited sustained attention Can remain on task for 5 minutes. Teacher provides lecture on introduction to new science unit 30 minutes). Student misses critical information; distracts other students. Provide opportunity for brain break every 10 minutes; Seat where student can use tools (i.e., fidget ball) to stay on task Sustain attention for longer periods through explicit instruction on self-monitoring skills Carol Kosnitsky Tips for Effective Collaboration Respect each other s unique knowledge and skills. Appreciate each other s unique job responsibilities. Be willing to ASK questions, SHARE information, and SEEK solutions. Make a commitment to planning. Thank You Carol Kosnitsky (603)

11 Strengths and Key Evaluation Summary Global profile of student that describes strengths, personal attributes, disability, needs, general education performance, and progress toward goals 10

12 Impact of Disability Description of the student s disability-related characteristics and how they impact the student s participation in curricular, instructional assessment, or environmental expectation Accommodations Required adaptations to instruction, assessment and/or environment that allow the student to participate in general education curriculum Specially Designed Instruction Required adaptations to the nature or scope of content, methodology, or delivery of instruction and/or grading 11

13 Area of Need Domain or general skill description Current Levels Description of student s current performance relative to this area of need, including both quantitative and qualitative information Annual Goal What student will do at the end of the year to demonstrate sufficient response to instruction Measure of Progress Description of how progress will be monitored throughout the school year 12

14 QUESTIONS TO PREPARE FOR YOUR STUDENT WITH AN IEP 1. What are the student s strengths, interests and preferences? 2. Is there anything else you can tell me about the student s disability and what I might observe in my class? 3. Which of the goals and objectives can be addressed in my classroom? 4. What accommodations for instruction and assessment does the student need? 5. Are there specific materials or equipment that I should use? 6. How do I assess and grade the student's performance? 7. Is there anything else I should know that isn t already in the IEP? 8. What progress data do you need from me and when? 9. How can we communicate regularly about the student's program and progress 13

15 INDIVIDUAL STUDENT NEEDS SUMMARY Student Name: Collaborative Teacher: Area of Focus Accommodations Needed Additional Notes Reading/ Language Arts Math Written Communication Oral Communication Behavior Assessment 14

16 STUDENT PROFILE Name: Date of Birth: School: Grade Level: Date Completed: 1. I m interested in: 2. I want to learn: 3. I m best at: 4. I need most help with: 5. What works in my current program: 6. Problems with my current program: 7. Suggestions I have about working with me: 8. My most important goal for this year: 9. When I leave high school as a young adult, I expect: Adapted from material by Harley Tomey, Virginia Dept. of Education 15

17 QUESTIONS TO GUIDE THE IEP PLANNING PROCESS 1. What strengths and personal attributes have you observed about this student? 2. What key performance indicators associated with this grade, course or subject matter? 3. How has this student demonstrated performance on these indicators and how does this compare with peers in class? 4. What have you tried to address your concerns about this student? 5. What are the most important things next year s teacher(s) need to know about to support this student? 16

18 Curriculum/content area: Week: GENERAL EDUCATION CURRICULUM SNAPSHOTS Day Big Idea Most Difficult Concept Minimum Level of Mastery Monday Tuesday Wednesday Thursday Friday 17

19 WORKSHOP EVALUATION Date: April 2, 2016 Name of Workshop: What All Classroom Teachers Need to Know About IEPs Name of Presenter: Carol Kosnitsky Please rate this workshop in the categories listed below by circling your choice. 1. This presenter's command of the subject area was: Excellent Good Fair Poor Comments: 2. The content of the workshop was: Excellent Good Fair Poor Comments: 3. This presenter's presentation style was: Excellent Good Fair Poor Comments: 4. The organization of the workshop was: Excellent Good Fair Poor Comments: 5. What did you like most about the workshop? 6. What improvements could you recommend for this workshop? 7. On what other topics would you like workshops presented? Position: School: Name: Grade: City/State:

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